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Bronė Narkevičienė, Regina Novikienė, Rasa Matiukaitė, Violeta Kravčenkienė, Loreta Mačėnaitė
Faculty of Mathematics and Natural Sciences, Kaunas University of Technology, Lithuania
Learning to study is a key factor for student success.
Each student’s population due to the different learning traditions and different living environment are expressed by indicators with different intensity.
The goal of the article is to present the research in order to find out what internal and external factors lead to choice of deep or superficial mathematics learning strategies.
The following methods of research were used:
- Analysis of scientific literature, which helped to clarify the deep and superficial differences in learning strategies;
- The analysis of students papers in mathematics examination that had helped to assess the extent of superficial learning;
- Questionnaire. Questions were focused on the deep and superficial learning indicators. These indicators were grouped into external and internal factors underlying students' educational success. As the answers of the first year and the second year students had distinguished, the second-year students were further questioned in order to find out the most recurrent factors determining the choice;
- Descriptive statistics.
The article consists of three parts. Deep and superficial learning indicators are discussed in the first part; Analysis of mathematics examination results are discussed in the second part and the results of the questionnaires and the factors determining the choice of learning strategies are summarized in the third part.